UNIVERSIDAD PEDAGÓGICA NACIONAL

UNIDAD AJUSCO

PROPUESTA DE INTERVENCIÓN EDUCATIVA

“Online footprints”

TRABAJO RECEPCIONAL

QUE PARA OBTENER EL DIPLOMA DE

ESPECIALIZACIÓN EN ENSEÑANZA Y APRENDIZAJE DE INGLÉS

COMO LENGUA EXTRANJERA, MODALIDAD EN LÍNEA

PRESENTA:

OCTAVIO MONTES CAMPUZANO

TUTOR: ROCÍO SALGADO PEREA

Ciudad de México a 9 de junio de 2019

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UNIVERSIDAD PEDAGÓGICA NACIONAL

EDUCATIVE INTERVENTION PROPOSAL

“ONLINE FOOTPRINTS”

Final Project To obtain the diploma of

SPECIALIZATION IN TEACHING AND LEARNING ENGLISH AS A

FOREIGN LANGUAGE, ONLINE MODALITY

TUTOR: ROCÍO SALGADO PEREA

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Octavio Montes Campuzano | EEAILE – 7th Generation | June 29th 2019

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CONTENIDO

Introduction 5

Chapter 1 8

1.1 Teaching identity and philosophy 8

1.2 Theory underlying my teaching practice and identity 10

Dell Hymes’ model 10

Social practice of THE language: 10

Sociocultural theory 10

Communicative language teaching 11

The experiential learning 11

The communicative approach 12

Task-based approach 12

Schema theory 12

CALLA 12

Intercultural Competence 13

Five principles of testing 13

Traditional Assessment 13

Meaningful learning 14

Teaching with technology 14

Chapter 2 16

2.1 A practical and useful lesson plan 16

2.2 designing tools to assess the progress of students and evidences 28

2.3 Performing and recording the activities 31

Chapter 3 33

3.1 Experience report 33

Chapter 4 38

4.1 Conclusions 38

Chapter 5 40

5.1 Appendixes and APA style references 40

Bibliography 59

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Introduction

My first scholar contact with English was when I was about 12 years old, in the wonderment of

starting secondary school. Since I was told English would be one of my new subjects in the oncoming

term, I even felt eager to discover what was coming. Moreover, just by chance my dad got one of

those “cheap” books for me that used to be sold on the subway, which contained a lot of vocabulary

and some “key” communicative expressions that were considered “basic expressions”. I

remembered I spent some hours analyzing the book, “seeing” what was the methodology or the

way the words were built. At start, I thought words in L1 were literally translated into L2 (English)

just by pronouncing the letters in English; as for example, “mesa” should be read in L2 as [em-i-es-

ei].

That shows a clear ignorance of the language and my parents who unfortunately did not have the

chance to study higher levels since they came from the countryside to work and help my

grandparents with the daily expenses back in their hometown were unable to guide me or correct

me at all.

Then I realized that I could “learn” the vocabulary by memorizing the words in L1 and their literal

translation in L2. I must admit I did a good job because I did memorized many entries that way.

When I got in secondary school, the method did not change quite a lot. The only advantage is that

now there was an instructor and he could immediately help when there was trouble in finding the

translation for certain daily words, but the class tasks were extremely limited to write repeatedly

the word associated with a drawing that I was told to do then. After that, the teacher would write

some basic dialogues on board and Ss had to write them on their notebooks. Then, the practice part

came when the teacher asked us to repeat each line after him and once we were familiar with the

utterances, he asked us to rehearse in pairs the given dialogue.

Finally, when we could do all this on our own without looking at the script is when the learning

objective was fulfilled and then we could proceed to another topic such as the comparatives, verb

to be and so on.

Mogahed M. (2014) mentioned: “Translation has also been used to teach grammar.” I could witness

this in my early years learning English but I think it was totally decontextualized and lacked class

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preparation, skill integration and many other ELT aspects that nowadays we incorporate in our

classes. Now, teachers can show students equivalent and non-equivalent structures between L1 and

L2, which is much more meaningful and can lead to understand the language and its functions in a

better and easier way.

I also had the chance to enter to an English school where I would attend classes only on Saturdays

for 3 hours, this help me a lot to “master” the language and also helped me a lot with the sessions

at secondary. The topics seen in class at secondary used to be easier now that I have reviewed them

in the English school.

The English school is named Centro Educativo Norteamericano (CEN), they used the Situational

Structural Approach; I do not know if in the present time they have changed it. Nevertheless, with

this method I learned English and it is based in choral and individual repetition once we have learned

the intonation and word order shown by the teacher when he would wave his hands in the air as

we were paying attention to him. That is how the first 12 months worked and then the class changed

to using photocopies from a book named “English this way” which I presumed was written by the

60’s and it was no longer published so that is why the set of photocopies. There were some key

techniques and classes that really inspired me to learn the language, my main motivation was to be

able to chat with foreigners; one good thing from this school is that from time to time there were

precisely native speakers giving classes. This was another reason for me to keep me encouraged to

go on and besides that, I did enjoyed taking my classes despite the methodology were not concerned

in learning styles, the use of flashy presentations, videos and stuff. Those teachers of mine used

realia and sometimes flashcards or even posters to make up the situation that was going to be used

in the development of the class. At this school, they sometimes integrated certain concepts such as

contrastive analysis that implies identifying similarities, differences and mismatches between L1 and

L2. Cross-linguistic influences of the other language in morphology, phonology and syntax. Teachers

used to teach vocabulary using flashcards so that we could identify the words, as for example I

remember as a young student, when I saw the signs I remember the signifier and signified perfectly,

but in my mother tongue, it did not work quite correctly the language.

In the present work, I hand over my personal way of teaching and my concerns when I am delivering

topics. It is true that every course, class, and every student has different needs and skills and it is

our challenge to handle with them and do a good balance on the type of activities, resources, and

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evaluation instruments that can reflect an adequate progress on the students’ communication

needs along with the standards required by the institution.

The participation in the specialization has provided me a sharper view on the types of activities and

needs that our students face when they take this language courses. Also, this specialization has

given me a better understanding on the different approaches that can be used when implementing

new courses or when we face situations that demand a deeper understanding on the learners’ skills

and it is necessary to set up a combination of tasks that can promote and encourage a more

committed effort on the students, but at the same time covering those learning outcomes

established in the syllabus.

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Chapter 1

1.1 Teaching identity and philosophy

In my new teaching practice, I am able use different theoretical foundations, principles, hypothesis,

approaches, methods and techniques that lead me to properly detect troubles and issues that may

affect the learning process. However, at the same time, it lets me use the proper tools and concepts

in my class so that the main objective, make students acquire properly the use of language, is

fulfilled.

I also learned the importance to incorporate and balance properly the different types of skills that

have to be developed in our learners. This way they may achieve the required communicative and

cognitive skills necessary in the different fields where English language is used from basic street

information exchanges, lectures at the university, mandatorily facing job interviews, and even

succeeding in business meetings or agreements.

It is certain that we are not going to cover every field of language and skill within a course but specific

goals have to be chosen in every course trying to reach them using properly designed lesson plans.

Lesson planning has become more challenging since I am taking part in the specialization because I

am more conscious about the learning outcomes and the way the learning process is developed.

Now, with the help of the different theories, methodologies and approaches I feel more confident

to propose more accurate and well-prepared objectives.

Incorporating technological tools allow two important things: the first one is an advantage for the

teacher because he will have the chance to mark the exercises faster. The other one is that learners

will be challenged and face situations that can be encouraging for them and what is more interesting

is that they will not have to wait for getting their scores and this way they can keep track of their

scores almost every single class.

Unfortunately, this demands more attention for the teacher in preparing those tasks because, as for

example, that process will demand to “adjust” the readability level in the texts used for those

purposes, or will require the design of a proper answer sheet in order to provide immediate

feedback. I can also mention that the specialization has led me to constantly take into account the

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reference of the material used in class, that is something I did not performed so often time ago but

now I think is extremely necessary to quote the materials employed in our sessions.

Another aspect that has been affected after the specialization is that I need to constantly revise the

methodology approaches, stuff regarding learning styles integrate more communicative tasks and

student-oriented so that the focus of the class relies on their needs of communication and trying to

take every single student into account so that he/she does not feel excluded and keep track of

his/her progress constantly; and if possible providing some short and effective feedback at once.

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1.2 Theory underlying my teaching practice and identity

In the next lines, it is presented a brief summary of the models, methods and theories that in a

constant way support or play an important role in my sessions.

DELL HYMES’ MODEL

Dell Hymes (1972) proposed the Setting and Scene Participants Ends Act Sequence Keys

Instrumentalities Norms Genre (SPEAKING) model in order help to arrange activities related with

speaking. It provides all the elements that are necessary to create meaningful activities. Students,

in most cases, need to create material that supports their speaking, they can use a slip of paper with

written in word, their mobiles or a flashcard that helps them improve their speaking. Hymes called

the social dimension of the language, this is notorious when it is asked the learners to interact with

the grammar and or vocabulary analyzed.

SOCIAL PRACTICE OF THE LANGUAGE:

This term is used by Secretaría de Educación Pública (SEP) since 2006 shows the importance that

students can be involved in their own context, working on personal areas to know that with a

diagnostic test; it is possible to work according to student´s needs. In addition, the teacher can be

able to contextualize and work with “realia” or “role play in order to provide meaningful examples

and at the same time it can be used in the real world demonstrating the learner he can express his

views and feelings.

SOCIOCULTURAL THEORY

Lev Vygotsky (1978), he created it and it is based in the interaction between social and cognitive

factors, so this is the most productive approach because with the interaction, students can notice

their goals and areas of opportunity, and at the same time, they can be able to do peer learning. It

includes the theory of the mind, Genetic theory, the interaction between social and cognitive factors

and cooperative learning, Mediation, and Private speech. I think that students learn in a better way

if they work in teams taking distinct roles, this way they can experiment the different situations

every people live in a certain context under certain circumstances.

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Vygotsky stated: “the potential for cognitive development is limited to a "zone of proximal

development" (ZPD). This "zone" is the area of exploration for which the student is cognitively

prepared, but requires help and social interaction to fully develop (Briner, 1999). A teacher or

more experienced peer is able to provide the learner with "scaffolding" to support the student’s

evolving understanding of knowledge domains or development of complex skills.

COMMUNICATIVE LANGUAGE TEACHING

It is based in the communicative competence not in the linguistic competence; the overall goals are

functional and have to do with the sociolinguistic strategy. It is based in the fluency or accurate use

of language and teachers are viewed as guides. It uses communicative activities; Dell Hymes’s (1972)

publication about theory of communicative competence, mentions that the competence that you

must use to communicate with other people is not only based in grammar, words and sounds, it

also includes social knowledge. It refers to verbal and non-verbal communication as well. This

method was closely developed by Jack C. Richards in 2006.

THE EXPERIENTIAL LEARNING

Kolb's Experiential Learning Cycle states that it is not enough to read or listen about other cultures

for becoming intercultural: it is also fundamental to be confronted with new and unknown

situations, to experience insecurity, fear, security, trust, sympathy and empathy (Humphrey, 2002)

This approach implies learning process based in a direct contact with real activities or materials that

help to motivate students to go deeper and contextualize the situation. This is based into four

stages, which are subdivided into two: the prehension (concrete experience and abstract

contextualization) and the transformation (reflective observation and active experimentation).

In addition, Bloom’s Taxonomy of Learning Domains, it helps to get the goals of the activities and

understand in which way the boat is heading.

When reading activities or exercises are created, they should be updated and related with their

interests and needs.

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THE COMMUNICATIVE APPROACH

It is a model based on expressing through communication and conversations. In addition, it takes

into account the following criteria: communicative interaction, authentic texts, language-learning

process focus, subjective experiences (students), and language activities outside the classroom

among many more aspects that allow the learner to become the center of instruction. It is necessary

to take care of student’s necessities and social context so that it cannot be easily damaged and used

to boost or nurture the progress of the class as well.

TASK-BASED APPROACH

It is a sequence of learning activities or teaching cycle, it is based in pre-task (Introduction of the

topic, task cycle (task spontaneous usage of the language), planning (teacher give input and advice),

report (students combination between fluency and accuracy) and language focus (Analysis and

practice). This approach is used for oral evaluation since it is necessary to prepare high-quality

material to support students’ presentation, Willis (2007)

SCHEMA THEORY

It tries to understand the idea of using previous knowledge, so it can be used in the following

schema: content schema (past-new information), linguistic schema (decode words-parts of speech)

and formal schema (rhetorical patterns).

The selection of specific cultural topics that students know may be difficult but it can be carried out

successfully if the topic is presented properly and in a dosed way, Carrell (1983)

CALLA

It is an integrated approach, Chamot, A. U., & O'Malley, J. M. (1994), for all the skills which are

taught through content areas such as science, math or history, in the target language. It uses the

Cognitive Academic Language Learning Approach (CALLA). It implies the following process:

a. Elaboration: talking about the topic.

b. Planning: reading activities for reader-teacher including clear instructions.

c. Monitoring skills: comprehension, paragraph per paragraph (main idea-sense)

d. Self-evaluation: how to achieve the purpose of the reading.

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INTERCULTURAL COMPETENCE

As Sabine McKinnon (2008) mentioned: “intercultural competence is the ability to develop targeted

knowledge, skills and attitudes that lead to visible behavior and communication that are both

effective and appropriate in intercultural interactions”.

Since English must be seen as any people in world can speak a lingua franca and that it and they

need to be aware of all accents they may face. They need to know the phonetical alphabet to

pronounce correctly and be able to understand and become understood by any kind of speaker.

FIVE PRINCIPLES OF TESTING

According to Hughes A. (2003), good-quality tests should contain these features:

Practicality: Testing must have a standardized time limit because it turns concise and precise

and with the usage of rubrics it becomes easier to grade the exercises

Reliability: the drills are reviewed consciously and tried repeatedly to guaranty they are

evaluating properly what is intended.

Validity: the exercises are completely familiar to students and they have a correct level of

difficulty

Authenticity: the contents of the drills are meaningful and completely clear.

Washback: as Buck (1988) stated as a tendency to tailor classroom activities to the demands

of the test, which is an influence on the design of the test that can be either beneficial or

harmful.

TRADITIONAL ASSESSMENT

Formative assessment should be taken into account in every class, since it a nuclear task of the

professor and it must be exercised continuously

On the other hand, summative assessment must be perfectly planned and scheduled so that it can

be tracked easily and in a transparent way.

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MEANINGFUL LEARNING

David Ausubel (1968) mentioned that understanding concepts principles and ideas are achieved

through deductive reasoning. He mentioned that meaningful learning is opposed to memorization,

at the same time Ausubel remarked that it is so important that teachers give a brief introduction of

the topic that will be analyzed.

I think that it is so important to contextualize the teaching-learning process to engage and help

students to remember a use their proper knowledge.

TEACHING WITH TECHNOLOGY

According to Collins and Halverson, (Collins R., 2009) USA is going to through “another revolution

on the same scale as the Industrial Revolution. This is called the Knowledge Revolution, as they

called it, it will be “filled” with personal computers, videogames, Internet and mobile phones and,

like the Industrial Revolution, it will completely transform our life and structure of our schools.

It is necessary to be aware of our reality, and that the usage of technology in the classroom is a

reality, students use it, so teachers must update or integrate their methodologies and techniques

with the use of hardware and software.

Educational platforms such as Moodle, are extremely easy to use and help teachers to “get in”

technological current and keep in touch with students in a more authentic and meaningful way and

at the same time keeping track of how they are learning these days.

On the other hand, the use of apps related to review, study, consult requests regarding the use of

language can be of great help since they provide a close and constant link between the language

and the learner. It is a great advantage that nowadays you can have a bunch of consult materials in

the palm of your hand such as dictionaries. I remember bringing my University of Chicago dictionary

to my class and making the most out of it. Because it provided clear definitions, examples and even

the phonetics using IPA (International Phonetic Alphabet), additionally, it had a specific section

showing some idiomatic expressions between Spanish <-> English, they were of great help to me

then because I could link closely my mother language and L2. It was much clearer and evident the

practical usage of those expression in my regular life.

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There is a huge challenge for us as teachers, deal with the correct use of technology in class, because

it is necessary we can handle situations with linking the devices and sometimes it is necessary to act

as a helpdesk to cope with issues regarding installation of apps & software.

Our learners tend to get distracted from class surfing the Web or in social networks that is the main

reason some partners do not agree with the use or incorporation of this tools. I personally think

there must be a certain moment when it is allowed to Ss to interact with these type of devices so

that they can use them to round up the meaning, context, exploration or diffusion of the topic seen

in class. Most times, it is hard to carry out since the implementation of these tools or resources are

away of our reach or disposition because they have to do with hiring services, installing equipment

and so on.

In the least cases, some Ss do not have access for some reason and that is when it is necessary to

implement activities or handouts that can be used offline but they demand a strenuous preparation

in order to be developed in class.

Finally, teachers end up finding, implementing methods to carry out the summative evaluation and

in less proportion the formative evaluation because of the Institution’s scholar schedules and the

students’ progress, attitude and commitment with the course. It is true that teachers ought to

evaluate the knowledge and skills obtained in class but it is hard when they have to manage groups

with 30-50 people. The objectivity, depth, extension and skills of the evaluation instruments is

reduced because there is a limit in time to prepare the test, proofread it, apply it, grade it and

perform the overall evaluation taking into continuous evaluation such as portfolio of evidences,

online workbook results, marking the writing tasks and the list goes on.

For your server’s opinion, the planning of the classes has not been taken into account seriously in

some institutions and they rely on filling up templates with the “theoretical” information that must

be placed there. So this requisite is accomplished and therefore the institution and the instructor

get a tick and problem solved, everybody accomplishes; but what about the skills and knowledge?

There has not been a clear concern in this issue, if there was, our learners would care more for really

learning and giving a proper dimension in the language acquisition process and consequently the

expected levels of domain would be the desired ones. Moreover, in a parallel way teachers would

feel more encouraged and concerned in giving their best in every session.

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Chapter 2

2.1 A practical and useful lesson plan

The lesson is planned to be developed within a five-hour session to cover a whole unit that is divided

into 4 lessons (A, B C, D). Every session has a 30-minute break so there are 270 minutes to cover all

lessons; the unit incorporates tasks for every skill and leads students to keep under the same

contextual topic along the lessons. In chart No. 1, it can be found in the lesson plan identification

cell in order to grasp a general overview of the development of the class carried out.

Lesson plan identification cell

Author Octavio Montes Campuzano

Educational stage Professional - college

Title of your lesson plan “Social networks”

Learning objective of the

plan/competency

Read for main idea, word inference, and

check understanding to finally react to

some online behaviors either orally or in

written form

Communicative skill considered Reading and writing activities plus listening

comprehension and oral production

State of the following options Introduction / recycling of the topic

Functions Learning about online activities and

responsibilities

Main grammar structure Present tense, tend and will for habits

Other grammar structures Adverbs: always and constantly, for habits

more noticeable or frequent

Brief description of the plan

Begin task with the following question: “Do

you or your friends use a social network?”

Ss raise their hand to reply; then I ask, “Do

you ever worry about the things you post

on your wall?” Then, I ask if they

understand the title “Online footprints”. At

the end of this part, we review the meaning

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of digital dirt and check if they care their

impression on people on the contents they

publish on the web.

Hours of the plan implementation Five hours for development

Number of sessions One – weekly session – Saturday

Contents required for the lesson Reading and writing materials, listening

practice and oral production

Link of the content Appendixes section

Video: https://youtu.be/5BZqyUb3klU

EEAILE tutor online Rocío Salgado Perea

Chart No. 1

In this occasion, I decided to start the lesson and unit with the reading activity since I consider a

good option to lead the class since it is the starting session of the course; and this point of the

quarterly, Ss have not purchased or remembered they have to get their textbook for the first class.

For this, I also have prepared the scans of the 10 pages of the unit in order to share them with the

Ss. So that at least at this point, I am letting them use their mobile/tablet to follow the class with on

their devices and this way they can answer the drills on their notebooks, consequently they will not

lose their grade in continuous evaluation.

I do let my Ss use their mobiles for other purposes because I have even recommended some apps

and dictionaries so that they keep practicing and using the language in other contexts. And for other

purposes and under different conditions where they will have to develop higher cognitive skills,

reflect on the form and also will force the pupil to select information and even negotiate meaning

in case he faces or deals with audible or spoken material.

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Reading

Step of the

lesson Teacher activities

Students

activities Materials

Session

No. Evaluation

Information

processing

activity

5 minutes

T begins class with

greeting Ss and

then pops up a

triggering

question: “Do you

or your friends use

a social network?”

Ss basically reply

verbally or rising

their hands; it is

expected 100% of

Ss reply

affirmatively

Board

and

markers

1

Topic

understanding

through simple

questions like:

a) Did you get

the general

idea?

b) Do you

understand

the

situation

with Ms. S?

c) Or by

looking at

their face

expressions

Vocabulary

introduction

8 minutes

T points out some

key terms that

appear in the text

by writing them on

the board and

asking them if they

know them and if

not, T will proceed

to exemplify or

describe such

terms

Ss attend T’s

guidance and

when asked reply

to see if they

know/use such

terms

Textbook

p16,

board &

markers

1

Choral

repetition and

class verification

of

understanding

1st practice

T asks group to

read

While reading

individually, Ss

Textbook

p16 1

Ss have to

mention and

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10 minutes

highlight

unknown/difficult

words on the

textbooks

associate in

meaning to

inappropriate

online content

or behavior;

some keywords

related to them

may be: gossip,

obnoxious

remarks about

someone,

photos of you or

people drinking,

smoking, etc.

How does the

example in the

first paragraph

illustrate the

writer’s

argument?

By asking Ss this,

they need to re-

read the text

and find the

proper piece of

information that

supports such

idea.

T asks Ss to follow

the instructions

and coordinates

the pair work

There are two

phases here: the

individual

corresponds to

Textbook

p16 1

T checks, grades

the answers

provided in

exercise 1C on

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2nd practice

or Social

interaction

12 minutes

assignation; T

answers any

doubts or

misunderstandings

while Ss perform

the task.

check

understanding by

answering T or F

in every

sentence; the

pair work task

corresponds to

exchange

impressions and

views on this

subject

p16, the exercise

might be

considered for

continuous

evaluation

Grammar

Focus

10 minutes

T reminds SS to

use previous

expressions seen

such as: “Well, … I

think it’s….” and

also elicits ideas

from the class to

complete the prior

sentence.

Ss follow T’s

directions and try

to employ the

expressions

reviewed.

Ss answer after

activity 1D the

exercise 2A

Textbook

p16 & 17 1

T verifies Ss

usage of

questions and

statement

questions to find

out or check

information or

opinions

Summary

5 minutes

T asks a couple of

Ss present their

answers to the

class: activity 1D.

T goes around the

class, giving help

as needed.

Ss discuss the

questions in pairs

and one pair (T

chooses) comes

to the front to

present their

views

Textbook

p16 & 17 1

Collect deeper

opinions and

level or

argumentation

in their answers

Chart No. 2

I trust this procedure will allow me to handle in a controlled way the presentation of cultural notes

and be able to clarify questions about new vocabulary items that may appear in the progression of

the class. This first unit is not intended to develop micro or macro-skills since it is also mandatory to

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hand in the course regulations as well as the grading criteria and add an ice-breaking task so that

learners feel more acquainted with his new partners.

Just like Hyland (2002) defined writing as “the process whereas a person selects, develops, arranges,

and expresses ideas in units of discourse.” This is the setting necessary to let the learner express his

views and interests; like a canvas for an artist. In this institution is requested to develop a portfolio

of evidences and sincerely I let my pupils express their ideas freely but I ask them to incorporate

some minimum tasks or drills so that they can “practice” while they are away from my room. I do

not limit the writing task because I honestly think they ought to be skillful writing the usual things

they live, enjoy and have trouble with; because that is one of the purposes of the language.

Writing

Step of the

lesson

Teacher

activities

Students

activities Materials

Session

No. Evaluation

Information

processing

activity

5 minutes

T asks a Ss

to read the

lesson aims.

T asks,

“What is an

argument?”

T elicits

“yes”

questions

from the

class; e.g.

“They can

see the

applicant’s

private life”

Ss scan p18

to find three

aims.

Ss complete

the activity

A

Textbook

p18 1

T verifies task

progression and topic

understanding;

provides help when

needed

T shows

model and

Ss complete

the task on

Textbook

p18 1

T explains and checks

the correct contrasting

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Vocabulary

introduction

8 minutes

asks Ss to

circle more

expressions

that contrast

ideas.

their own

by pointing

out the

contrasting

expressions

they find,

e.g. but,

however, on

the one

hand, on

the other

hand,

whereas;

while

Board &

markers

words by writing them

down on the board

1st practice

10 minutes

T asks Ss to

review the

grammar

chart shown

on page p18

letter C

Ss analyze it

and if not

clear ask T

to clarify

their doubts

Textbook

p18 1

T checks and grades

the answers given by

the Ss. It may be

considered in

continuous evaluation,

see Appendix No. 11

2nd practice

or Social

interaction

12 minutes

T monitors

the class and

helps if

needed.

Ss in pairs

proceed to

solve

exercise

using the

chart above

shown in

Appendix 3

Textbook

p18 1

T verifies Ss’

interaction and gives

help if needed

Grammar

Focus

8 minutes

T shows the

chart on p18

where Ss

notice the

Ss follow T’s

directions

and answers

exercise C

Textbook

p18 1

T checks and grades

the answers given by

the Ss. It may be

23

arguments

and how

they differ

or look

opposite

from one to

another

considered in

continuous evaluation.

Summary

5 minutes

T asks Ss to

write out

their own

script for a

debate

Ss plan their

arguments

by writing

“yes & no”

reasons

Textbook

p18 1

They will bring up their

first draft next class. T

will give feedback and

correction on the

essays handed in.

Chart No. 3

The set of listening activities shown below represent the usual and ordinary tasks ranging from

general understanding, listening to specific information and in the most difficult case inferring to

what is next after what has been listened. These activities try to set the learner into the proper

atmosphere or context and lead him to become more comfortable with the topics and at the same

time activate previous knowledge so that it gets easier as the recording goes on and the topic is

developed along the class or session.

Additionally, I request my pupils to “train” their ear by listening to several kinds of audio programs

such as podcasts, radio news, TV shows and many more sources of any kind of topic. This way their

ear becomes more exposed to distinct accents and voice tones; this should be like taking his ears to

a gym where there is a great variety of apparatuses so their listening comprehension will definitely

be improved.

24

Listening practice

Step of the

lesson

Teacher

activities

Students

activities Materials

Session

No. Evaluation

Information

processing

activity

5 minutes

Books

closed – T

writes on

board: “Is it

fair for

employers

to check out

job

applicants

online?”

Ss reply to

what T

requests

Textbook,

audio file,

markers

and board

1 Continuous eval.

Marking drill 3C on p17

Vocabulary

introduction

3 minutes

T defines

“debate” for

a future task

Ss pay

attention

and ask if

the

definition is

not clear

Board,

markers 1 NA

1st practice

3 minutes

T plays 1B

audio

Ss verify if

their replies

are

mentioned

on the track

Audio file,

textbook 1

Board verification

checklist

2nd practice

or Social

interaction

6 minutes

T plays 1C

audio

Ss answer

individually

1C and then

in pairs

verify their

answers

Audio file,

textbook 1

Textbook marking for

cont. eval.

25

Grammar

Focus

NA NA NA 1

Main focus is on

context and vocabulary

(Formal verbs p17)

Summary

5 minutes

T leads Ss to

the core

topic in the

unit: social

networks;

by setting

the scene

and

activating

schemata

and former

knowledge

NA NA 1 Drills shown on p16 &

17

Chart No. 4

Definitely, this skill is the queen of them all. This skill takes the individual to the top of the level of

the use of language since it demands a great deal of cognitive skills and tricks to “survive” and let

the speaker become understood and understand what the other speaker is expressing with a clear

or not understanding of the context. The tasks used in this section are intended to foster, develop

communicative skills that correspond to B1 or higher level.

The top activity, besides the other ones where the basic information exchange is clearly and

necessarily set, is a debate. The topic is pretty hot and controversial since at the present time many

job recruiters are using to decide if any candidate is right for certain position because of his “digital

life”; this is because they visit the applicant’s social networks and judges his behavior online. I expect

this task gives a lot of information where I can get to good conclusions at the end of the present

work.

26

Oral production

Step of the

lesson

Teacher

activities

Students

activities Materials

Session

No. Evaluation

Information

processing

activity

8 minutes

Ss will face

to a kind of

event that is

not present

in our

culture:

speed-

friending,

such event

must be

correctly

described by

T so that Ss

Ss follow T’s

directions

and interact

in pairs

mainly

Textbook,

markers,

board and

1A, 2A

audio files

1 Textbook drills for

cont. eval.

Vocabulary

introduction

10 minutes

T responds

to Ss’ new

vocabulary

doubts

If Ss do not

know

entries from

text on p10,

they will ask

about them

Textbook 1 T monitors and leads

the activity

1st practice

4 minutes

T plays 1A

track then

asks Ss to

perform 1B

Ss answer Q

in 1A and

proceed to

interact in

pairs

Textbook

and audio

file

1

T checks understanding

and monitors the task

assisting when needed

2nd practice

or Social

interaction

8 minutes

T asks Ss to

develop 1D

Ss take 2-

minute

turns to ask

each other

questions

Textbook

p10 & p144 1

Once Ss have

competed

27

derived

from 1C

Grammar

Focus

12 minutes

T associates

vocabulary

(adj’s) for

describing

people, 2A

Ss (in pairs)

exchange

views about

the prompts

on 2C

Textbook 1

T monitors the task and

provides help when

needed

Summary

8 minutes

The main

purpose of

the unit is to

guide the

learner to

be able to

talk about

their friends

and the way

they interact

using social

networks

NA NA 1

There are more drills

where the speaking

skill is practices such as

the drill 1D on p13

where the learner has

to talk about his

family’s

communication habits.

Secondly, the most

important speaking

task is activity 3D on

p17 where the learners

have to present a short

but very meaningful

debate about the Q in

3A p17.

Chart No. 5

Lastly, the appendix No. 12 Foreign exchange emails I would assign it as homework in order to

round up the task regarding the use of Internet and being in contact with people over a different

mean of communication. Additionally, I explain the learners that this mean is the most common

tool in companies and they should be aware on how to read and reply mails in an effective and

accurate way. On the next session, I would collect it, ask Ss if they faced any trouble and I will

proceed to mark it and get their score for continuous evaluation.

28

2.2 designing tools to assess the progress of students and evidences

For this section, an exercise has been outlined to how it can be taken from the textbook and

modified to be used with a different way to mark and collect the scores, as it was mentioned it is

just a sample of an exercise.

The text was taken from the Viewpoint 1 software out of the workbook section and in my case I

copied the image and the saved it as a PDF format in order to manipulate it on Adobe Acrobat 9 Pro.

The Adobe license was granted to the Instituto Politécnico Nacional, where your server also

collaborates, and I proceeded to get the text and then adjust the drill in order to leave it as it is

shown in the next lines.

Circle the best option to complete the conversations.

I. A How many times a day do you text your friends?

B Well, 1) _______ a reply whenever I get a message. So, I don't know – maybe 20 or 30 times a day.

Mostly, 2) _______ plans by text. But 3) _______ if I want to have a real conversation or something.

II. A How do you keep in touch with your family when you're away from home?

B When 4) _______, we try to video-chat on the Internet. That way we can talk for free. And 5) _______,

too. I like to keep in touch.

III. A Have you ever used the Internet to find a friend?

B Yeah. 6) _______ online to see if I can find my old school friends. 7) _______ someone every once in a

while. It's fun to see what they're doing now. Occasionally 8) _______ them. But 9) _______ it often.

Ans. key

1) a) I'll send b) I'm sending c) I send A

2) a) we make b) we're making c) we’ve made A

3) a) I call b) I tend to call c) I'm calling B

4) a) I'll travel b) I travel c) I'm traveling C

5) a) we email b) we'll email c) we're emailing B

6) a) I'm searching b) I searched c) I'm always searching C

7) a) I'll find b) I'm finding c) I found A

8) a) I'm contacting b) I'll contact c) contact B

9) a) I don't do b) I'm not doing c) I won’t do A

29

Then, I proceeded to prepare it using a predefined answer sheet template through the app named

Zipgrade© which allows to scan the Ss’ answer sheets from your mobile and you can “instantly”

mark, register and save the scores on an Excel file for further usage along with other rubrics or

assignments.

If I would have used online marking for this exercise, I would have adopted Kahoot© website to

implement it, it is over a live assessment session but since it is the first session I still do not know if

all my students own a mobile with access to the Internet and so I must be ready to cope this

situation.

Initially, the session was considered to be delivered in one single session of five hours since the

sessions are weekly. But it had to be delivered taking time of the second session because it was

scheduled by the academic department during the week a new “Diagnostic test” from Cambridge;

so I had to reorganize the lesson plan and include such evaluation

Fortunately, I could apply the brief Unit 1 quiz and I could collect the information of the drill using

Zipgrade© app and it can be seen in the following images the way the information is photographed

and analyzed computationally in order to get the marking score, highlight the correct and incorrect

answers in every photograph and additionally provide the score.

The following images represent 4 samples of the images gotten from the Zipgrade© app, it is

generated on PDF file and includes an extract of the answer sheet where the learner’s name can be

read; on the right it can be seen a chart contrasting the answer key and the learner’s answers,

showing the marks obtained in every drill. Then, at the bottom appears the learners’ answer sheet

cropped and on top of this image it can be seen the marking and the total score in that exercise.

Additionally

30

Samples of the answer sheets collected for quiz 1

31

The next image shows a sample of the other possibility to get the scores out of the same Unit 1 quiz

but already on an Excel spreadsheet in other to be used with other evaluation criteria and in the

end allow to “do the math” easier and faster. As it was mentioned it is possible to download a PDF

file with the whole screenshots that include the learner’s answer sheet highlighting the correct and

incorrect answers plus the score obtained, see Appendix No. 11.

Another advantage of using spreadsheets is that they can be used to create reports that are more

detailed and link the data to high-level systems. Then, the data is collected on a single screen and

they can possibly perform a deeper analysis on the ways that the evaluations should go so that

this process becomes more reliable, faster, and easier to handle.

2.3 Performing and recording the activities

The recording was originally intended on May 18th, 2019. Unfortunately, there was a restriction for

all the scholar system in Mexico City and the suburbs and the class was put off for May 25th, a week

later. This caused a serious drawback in the progress of the recording because I have already

stablished an agreement with a friend of mine who could not support me on the twenty-fifth and

so I had to find a way to get the recordings on myself. For this, I had to google “how to record videos

on two cameras on windows 10”, luckily, I found out a website titled: Streamlabs whose software,

Streamlabs OBS, was the adequate tool to perform such task.

32

The issue was that it was the first class of the term, and at the same time it was the teacher’s party

celebration. Unfortunately, there was no back-up personnel in the school either for switching to a

room with better light conditions and a working projector that could help me carry out my class in

order to achieve with some of the aspects I had to cover and register on the video.

For the recording, I used the following equipment:

my personal laptop with its built-in webcam

an external webcam, brand: Logitech, model: C170

software for recording on two cameras: Streamlabs OBS

Sony Handycam with mini DVD media for recording

All videos were recorded in mp4 extension file name @ 1054 kbps in the 960x540 resolution

with stereo audio @ 116kbps

The video was edited using “Editor de videos” from Windows 10, such program I must admit I did

not know how to use it and I had to figure out in a couple of hours how to crop the scenes and the

class stages needed to be shown in order to “highlight” the contents of the lesson plan described

before.

33

Chapter 3

3.1 Experience report

After sorting out May 15 class cancellation due to the high pollution levels in Mexico City, which

additionally was the starting session of my course at UVM Hispano, I finally could carry out my lesson

plan presented in this document. Unfortunately, the rhythm of the class was not the one intended

with the tasks prepared.

I must set the reader in context in order to visualize the whole class panorama that I faced. The

session has to start up with the instructor presentation and the course outline where the instructor

has to hand in the class contract where everything regarding the evaluation criteria and the

components in the evaluation for the theory session and for the laboratory session. This process can

take up to 90 minutes because the students have to fill out and sign up a template where they give

their consent that they have been informed of these aspects so that they are conscious from the

very beginning what are the expectations and goals of the course.

This act represents a solid commitment between the pupils and the teacher along with the

institution’s vision, mission and values. In my personal point of view, this process should not be

performed that formally since it is understood that the learners have completed their formative

instruction. Moreover, the teachers should only focus on content and form plus designing and

applying accurate evaluation instruments that are meaningful. Also, they have to cover the

communicative goals required by the employers who are expecting to hire highly qualified

personnel that can meet the company’s expectations. Nevertheless, at the end of the day, teachers

rely on tasks that also incorporate formative habits and there is a great deal of paperwork to do

after every evaluation term and at the end of the quarterly.

Now regarding my teaching practice, it is necessary to be mentioned that the first obstacle that was

necessary to dodge was the issue that the learners did not have the textbook. Despite, it is the start

of the term, to solve this the pages of the topics (lesson A-D) were photographed previously since

in your server’s experience, this has happened every start of quarterly and the only thing that was

not taken into account is that the projector and the classroom were totally incompatible to perform

a presentation using slides. That is when it was thought to collect the students’ e-mails at once and

then send the images of the textbook so that the class could start the soonest. After such problem

34

solved, the class finally began and the learners were participative but unfortunately one of them

was sharing his device to partner whose mobile phone was low in battery and he could not follow

the directions given when they got the material. It was an unfortunate event because that way the

two partners were not totally immersed in the task individually, either one of them could follow the

class while the other one had to literally wait doing nothing.

This kind of situations are common in the classroom when learners forget their textbook; at this

point it was planned to cope such issue projecting the images to everyone, in fact the Viewpoint

series has a presentation software to be used in such situations or in order to focus the attention in

the learner. The projector and highly lighted room were not considered in the planning because it

is out of reach to your server and at the same time, it was not possible to switch to another room

because the recording equipment had already been set and it might take a long time to reset it.

On top of that, the only person who could support the classroom switch and provide the audio

equipment was late that day and just let the teachers sign up their attendance in their class card.

Then, she left because it was the institutional celebration of the teacher’s day so the teachers

proceeded to go on with their classes on their own with no supervisor that day.

It is hard to keep track of the lesson plan because even the length and the type of questions that

the students may formulate is out of reach. As it can be seen in the video, learners sometimes find

way wider and unpredictable contexts where they get ideas, information or even apply the

vocabulary items and structures. They also use them in stuff that has nothing to do with the sessions

and the teacher must be aware of detecting such skips in context and try to bring them back to the

contextual situation that was established previously.

Once the course of the class was running on, it can be seen that the learners could understand the

meaning of the two critical terms in the drill: “online footprints” and “digital dirt”. Such terms are

the key vocabulary of the reading; the words were described and also mimics was employed to set

up the meaning of “footprint” and it was linked to the context of the World Wide Web (Internet).

When the term “digital dirt” was introduced, it was also used the word isolation in order to treat

separately the terms and make it easier to get the meaning. When the learners read the text it was

observed through simple questions about the main idea that they got the main message from the

text and they were also to react with their initial views on this polemic topic.

35

By the time the 1C exercise was reached (true/false), their active schemata is ready because they

initially worked individually in order to let them flow on their own. Then, it was requested to go to

the social interaction phase where the exchanged views and agreed on the answer by sharing what

they understood on their own and if it is necessary they negotiate meaning so that they come to an

agreement on the best collective answer. Then, the correct answers are shown and in case they

have trouble with them, it is explained and highlighted in the text the support for such ideas as in

the False sentences.

The teacher constantly requested about their opinion on this topic and as it can be seen, the turn-

in-speech was constantly taken by a couple of the students. It is important to mention that not all

of the learners have the same level of domain and interest in the language so they become passive

and allow the active students make use of the word without hesitation.

Particularly, I have made a reflection on the intrinsic motivation required for keeping a good and

stable rapport and this way take the students to the learning outcomes that are established in the

lesson plan. My main deduction addresses to the matter of only use L2 either in the room or on the

hall for any purpose of communication of the learner. I think this is a real communicative demand

that the learner must achieve. This “need” is the only resource that allows obliging the learner to

pay attention to the expressions and communication goals that sure have been covered at any

moment of the classes. Plus, it is a Level V were they are intended to pass a B1-B2 level it even it

would allow the teacher to monitor the learners speaking skills out of the room. This way we get a

bigger picture of their level of domain that can be taken into account for the overall grading or in

substitution for a certain drill or even in compensation to one of those tasks that the learner missed

because he was absent.

In the development of the class, I could notice the learners’ attitude to the language and barely

three guys were really concerned in making an effort for taking part in class and accepted the

challenge only speak English. In the evidence video, it is seen or heard that I invited and instructed

some learners to “Speak English” because they were using L1.

One thing I would like to mention is that sometimes teachers have to play different roles in the class

as in my case. In this session, when I asked the students to perform the task 1D on p10 it happened

that one the students stood up and came to me to tell me such situation. I quickly gave a glance to

36

verify his comment and decided to play the role with him. At this point, it was not provided in the

planning but since it is more important to keep the learner encouraged, I opted to play that role.

Additionally, I also contributed as moderator and as the presenter of information and I hope it is

noticed that I tried to gain the students’ confidence so that they feel free, comfortable and secure

to interact with the language. At the same time, I let them be with the use of the language for their

own needs, interests, and with his own skills.

Unfortunately, not all of the class stages were easy to register in the video, I must offer, and apology

for not showing in detail and appropriately these aspects but the inconvenient of the high levels of

pollution forced me to have less time to prepare accurately the material. It is clear that the tools,

knowledge, techniques, tips from my partners and tutor, have been of great help either on reflecting

on what is more important when preparing a class outcome or taking into account some particular

aspect of any methodology analyzed in this specialization. I think the contribution has been of great

help in my practice and I am sure it will be playing an important role when facing new teaching and

learning objectives. I think I will have to get back over and over to see what is best for every course,

session or term that will have to be delivered using the information provided by the EEAILE academia

over this course.

I have to mention that for performing the recording of the video evidence it was used the webcam

installed on my personal laptop and two additional cameras.

A second camera was connected to the laptop in order to take advantage of the equipment and a

camcorder that I placed on the desk to have another “take” from the room while I was addressing

to the learners. At the beginning, someone had already been invited to record but due to May 18

class cancellation this person was not able to support me on the 25th or later.

Facing this inconvenient, I had to find out a way to register my work. Therefore, I spent some time

on the Internet trying to find a way to perform the recording using two cameras and I ran into the

website: https://streamlabs.com/ where I discovered the features of their software; so I

downloaded the program, installed it, tested it and verified I could use it in my class. Such task was

really challenging since I do not make a lot of videos and I had to figure out the situation.

37

Now, the only riddle was where I could place the laptop and the two cameras, which was somehow

easy but I faced that there were not close electrical outlets in a suitable and close distance to plug

in my laptop; that is why I could not change that much the perspective of my takes.

38

Chapter 4

4.1 Conclusions

It has been clear for your server that the contents, methods, and models presented here, plus all

the observations and pieces of advice poured in the videoconferences have nurtured my teaching

practice. At the same time, the participation and the contributions of the tutors have also become

a point of reflection when preparing and implementing the lesson plans I have been designing lately.

The interaction with my partners is another aspect I consider of great importance and lets me

perform a zoom-out in the English teaching practice in Mexico. This has given me a wider and closer

view on the how my colleagues deal with quite different and very challenging problems that I must

admit I have never faced.

That is the case of pupils that barely speak Spanish, and now they are getting their first contact with

English and the Institution’s goal is to take them to a B1 level within 6 semesters of instruction.

This challenge is not an easy task for my partners who will also have to adapt, prepare, design

material that really becomes meaningful handy, and easy to be evaluated because of the size of the

groups.

It is certain that the methodologies play a very important role in the understanding of the mind and

the way the subjects acquire and use the language; but it is also true that there is no specific

approach to deal with all of the groups. Language teachers have to maintain a close look and

constantly do research on the discovery or implementation of tools that allow coping with certain

teaching difficulties in the classroom.

I also could notice that not all of my teaching habits were wrong and that there are also areas that

I have to dedicate more time. I need to revise them over and over or from time to time in order to

set the right tasks, procedures, techniques or methodologies in every session despite the fact it

would take longer to hand in my lesson plans but with a clear and responsible objective: provide the

proper language acquisition instruments and or methodologies for my learners.

On the assessment area, I have always thought that multiple-choice tests do not “measure” the real

understanding, use, and level of communication of the learners. That is why I consider taking into

account more evaluation components so that there is an extensive collection of evidences such as

39

the portfolio of evidences that can represent in one of the ways they use the language in different

contexts and at different levels of usage and with other individuals. At this phase, Ss may or may

require using higher cognitive skills so this way we can have a holistic evaluation system.

After revising my video and making a reflection on my performance, I could notice that I use and

integrate concepts seen along this year. It is grateful to know that my teaching has good

characteristics but also has some aspects that can be improved, modified, integrated, and some will

require a higher analysis in order to achieve the teachers’ goal: let the learners discover, use, and

demonstrate his communicative skills.

It is important to notice that our duties are quite numerous and demand a lot of time to prepare.

That is something that will not be praised either by the same students or by the academic authorities

that keep a record of our tasks; and that most of the time these registers are used to fill out

administrative reports that merely make up the real results obtained in the classroom. This practice,

belief, or ultimate resource should be deleted since the main purpose of education is not present at

all and everything relies on getting the paperwork done for the supervisor, certifier, or even the

academic department who will perform a checklist of the “progress” of the syllabus and then will

claim that they objective has been fulfilled satisfactorily.

Additionally, I would like to add that the class preparation and performance, most of the time is

disparaged and not taken into account in order to praise our labor reflected on good wages, this

means that are the pay does not reflect the titanic effort required to design, implement and evaluate

the learning outcomes.

Therefore, it derives on the kind of performance an instructor can offer and consequently he will try

to find easier ways to plan, carry out the tasks, and evaluate the students’ progress with less effort.

Something must be done to revert this, so that we can change positively our interest in teaching

and the way we are performing it. Teaching has to be considered one those professions that

everybody should have respect for because it not an easy task and all the preparation requires time,

the time that we sometimes dedicate to our hobbies and family. In the end, we opt to go to our

studio to prepare the lesson plan and handout because we are an example of rectitude and

responsibility.

40

Chapter 5

5.1 Appendixes and APA style references

Appendix 1 LESSON D: Online footprints p16

41

Appendix 2 LESSON D: Online footprints cont. p17

42

Appendix 2a Writing tasks p18

43

Appendix 3 LESSON A p10

44

Appendix 4 LESSON A p11

45

Appendix 5 LESSON B p12

46

Appendix 6 LESSON B p13

47

Appendix 7 LESSON C p14

48

Appendix 8 LESSON C p15

49

Appendix 9 Grammar extra p144

50

Appendix 10: UVM lesson plan

51

Appendix 11: Zipgrade answer sheet / key& camera interface screenshots

52

53

54

55

56

57

58

Appendix 12: Streamlabs OBS user interface

59

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